Year 9

Year 9 - Innovation of Technology

Class 9o  have just completed two interrelated units of inquiry on "RENAISSANCE, REFORM AND REINVENTION" and "THE AGE OF GLOBAL ENCOUNTERS".

The students learned about a period of human history lasting over 300 years (c. 1450-1750), a changing world which emerged with advances in anatomy and other scientific disciplines, the breaking of 'rules' and customs to further knowledge of ourselves, our planet Earth and our solar system; the development of mathematics and astronomy, the rediscovery of the knowledge and learning of ancient Greece and Rome and the roots of modern banking and capitalism. The period also saw the 'discovery of a New World' which opened up a highway of trade and exchange across the Atlantic Ocean which was to cause far-reaching demographic and economic change through resource acquisition and trade in goods and human beings (human trafficking - known as the Slave Trade). The impacts of these changes reverberated through the African continent and the Middle East as human beings across time and place became more interconnected than ever before - a forerunner to the modern notion of globalisation.

At the end of these two units of inquiry the students were required to research into a technical advancement that was part of, and had an impact on, this changing world. 

The resulting assessment was to come up with a design for a magazine cover for our RGE magazine. A magazine cover which has an authentic ring to it and provides an accurate snap-shot of the research behind it.

Year 9 - Revolutions

In the Industrial Revolution unit, the students created a collaborative powerpoint to help discover which inventor was the most important to the Industrial Revolution. Each student studied a different inventor and displayed the information that would help others decide if the inventor was more important than others. Using the presentation, students had to persuade the class to choose their inventor over others and eventually we decided that George Stephenson, the inventor of the railroad, was the most important to the revolution!

Year 9 - Cromford Meadows

9o have been investigating the impact that the Industrial Revolution had on the textile industry and how this in turn created hubs of development. To do this the students studied Arkwright to learn how he could manipulate water sources to power his factory. The students explored Arkwright's factories by using 360 degree photographs. Below is a series of photographs showing the students using the virtual reality googles.

Year 9 - Southampton to Cape Town

The final rotation group in Year 9 have been designing a route from Southampton to Cape Town. While the task sounds simple there are a few parameters to design within and to make the task challenging. The Year is 1937 and the students could only land in allied nations. They were using a flying boat and therefore they had land their planes on water. The students were also given a maximum distance before they had to refuel and they could only fly in daylight hours. The students recorded their route using the online mapping tool ArcGIS and then recorded their reasoning why they chose to stop in certain places as a story map journal. Examples can be found below:

Eric

Camille

Farah

Y9 sur les Grandes Découvertes

Dans le cadre du cours sur les Grandes Découvertes, il a été demandé aux élèves d'inventer un personnage (un marin, un prêtre, un conquistador) ayant participé à l'une des expéditions. Ils devaient ensuite rédiger une lettre qui décrive les conditions de vie et les difficultés rencontrées durant leur périple. 

Certains ont pris place dans l'expédition de Jacques Cartier à la découverte du Saint-Laurent, d'autres ont enfilé l'armure d'un conquistador accompagnant Pizarro à la conquête du Pérou, certain ont même fait le tour du monde à bord d'un des bateaux de Magellan !

 

Je vous invite à vous embarquer avec eux à la découverte du monde. Bonne lecture !